school counseling program here at South Shore is off to another great
start! We have a variety of activities that are going on right now to
support your child’s social and emotional development. South Shore
School is taking part in a Response to Intervention
pilot project that has given us the opportunity to join the
“School-Wide Positive Behavior Supports” program. This program
emphasizes the teaching and re-teaching of routines, procedures, and
appropriate behaviors in an effort to improve students’ behavior which,
in turn, will lead to greater academic success. Teachers have been busy
in classrooms teaching specific lessons designed to teach students
behavior expectations for all areas in the school and providing students
with lots of guidance and positive feedback about their behavior.
program we have in place to aid students in their social emotional
development is Second Step. This curriculum is designed to build
empathy, teach problem solving skills, and give children the tools they
need to manage strong feelings and avoid conflicts. Lessons are taught
weekly in classrooms and teachers provide children with opportunities to
practice a particular skill throughout the week. Class meetings are
yet another strategy to improve behavior, teach skills to help children
solve problems, and strengthen the sense of community within the
classroom and throughout the school. Class meetings are held weekly.
Additional meetings may occur as needed to address issues in the
classroom that require a group effort in order to reach a solution.
If you have any
questions about school counseling or about school wide programs to
support student development, please feel free to contact me anytime at
(206) 252-7586 or firstname.lastname@example.org
~ Rachel Carrasco, School Counselor
Fall 2009, South Shore School added two new dedicated Literacy Coaches
who work with teachers, providing valuable on-site professional
development and support services. South Shore is unique in having its
own Literacy Coaches. Within the Seattle school district,
approximately 10 schools have district-funded literacy coaches on site.
However, budget cuts continue to reduce the number of district-funded
positions. So, five Seattle schools, including ours, have elected to
spend part of their budget for their own on-site literacy coaches.
Coaches provide effective professional development on a daily basis. In
the past, most professional development was accomplished by attending
conferences. Back in the classroom, teachers often struggled to gather
lesson materials and to apply what they learned on their own. Literacy
Coaches help teachers develop reading and writing lesson plans, identify
specific goals for student instruction and practice effective delivery
of lessons. In addition, they help gather materials to support lesson
plans. Historically, teachers have been on their own to gather
reference materials, handouts, and book sets to support their plans.
Literacy Coaches help gather materials, allowing teachers to focus on
coaches PreK through 3rd
grade teachers, and Bruce Patt coaches 4th
grade teachers. Both have teaching backgrounds. Julia has been teaching since 1990 in Kindergarten, 1st
grades, and has also served as a Mentor Teacher supporting first year
teachers. She previously worked as a Literacy Coach for 3 years at
Beacon Hill Elementary.
taught English at Foster High School, and then worked on the Small
Schools Project. The 2008 election inspired him to leave educational
consulting and return to teaching, because he sensed it would be a
monumental time for education. He most recently worked as a Literacy
Coach at Meany Middle School.
Julia both appreciate the opportunity to grow in their careers without
following the traditional career path into administration. And they get
a great deal of satisfaction from supporting fellow teachers and
helping to bring high-quality instruction to South Shore students.
teaching backgrounds, both admit that teaching adults requires a
different skill set. They use a variety of coaching methods, tailoring
the approach to each teacher’s needs. For example, they sometimes
deliver a lesson in a classroom, while the teacher observes. Other
times, they observe the teacher and provide feedback. Or, they may
debrief with an individual teacher who has recently delivered a new
lesson, discussing questions, what went well, what didn’t. They
sometimes meet with all the teachers from a grade level to discuss an
upcoming unit. While formulating a lesson plan, coaches bring data on
building-wide trends across grades and across time, while teachers bring
an intense knowledge of the classroom. Together, they formulate an
effective plan which is both tailored to an individual classroom and
will achieve measurable results. We are very fortunate to have Bruce
and Julia at our school!
Please open the attached documents to learn about free and low-cost vision and dental resources.
~ Bonnie Sandahl, School Nurse
What does a school nurse do?
nurses are trained to provide on-site services that are culturally
sensitive, focused on prevention and wellness, and to be effective
outreach and medical liaisons between the school, students, family, and
health care providers. They act as educational catalysts by helping to
promote, plan, and implement successful school-wide programs to improve
Seattle Public Schools' school nurse has completed a four-year
bachelor's degree in nursing, holds a current Registered Nurse license,
and is required to have a Washington State Educational Staff Associate
(ESA) certificate. Many school nurses have advanced degrees and
additional health education training. Seattle school nurses are also
required to hold valid American Red Cross CPR and First Aid cards.
Comprehensive preparation is increasingly important as more and more
students are attending school with severe and/or life-threatening
medical conditions (e.g. asthma, diabetes, and food allergies),
injuries, or birth defects.
Besides caring for students who become injured or ill at school, school nurses also:
- conduct state-mandated vision, hearing and scoliosis screening
- act on direction from the Health Department to prevent communicable diseases and respond to disease outbreaks
- develop emergency care plans for life-threatening situations such as bee stings or peanut allergies
- conduct health assessments for students being evaluated for special education's Individual Educational Plan (IEP)
- provide input and training to school staff regarding the needs of technologically assisted students
- contribute to accommodation plans that allow students with substantial disabilities to have equal access to education